Comparison of the Minnesota Percepto-Diagnostic test-revised and Bender-Gestalt in predicting achievement

Abstract

This study investigated whether the Minnesota Percepto-Diagnostic Test-Revised (MPD-R) or the Bender-Gestalt (BG) would most accurately predict achievement at the first-, third-, and fifth-grade levels. Both tests were administered to 84 children (28 at each grade level) in a counterbalanced order. Data were analyzed using Pearson product-moment correlations, f tests for significance of difference between dependent correlations, and partial correlations. Results indicated that the MPD-R is a better predictor of achievement than the BG, especially at the first-and fifthgrade levels. At each grade level, the MPD-R scores correlated more highly with more achievement than did the BG.The Bender-Gestalt (BG; Bender, 1938) has been the most widely used visual-motor test. Smith and Keogh (1962) suggested that the BG is an effective instrument for evaluating reading readiness in kindergarten children. Koppitz, Mardis, and Stephens (1961) reported that the BG correlates moderately with many readiness tests and frequently can predict actual achievement. Kitay (1972) suggested that the BG can be used as a part of most assessments of adults and children over 5 years of age because of the information it provides about a person's perceptual-motor functioning, expressive style, and possible maladjustment. However, out of 225 studies reviewed by Buckley (1978), only 4 concluded that the BG is a valid instrument for diagnosing academic achievement.Because of these conflicting results, another visual-motor test, the Minnesota Percepto-Diagnostic Test-Revised (MPD-R; Fuller, 1982) is being considered as an alternative to the BG. Studies that compare these two tests have shown that the MPD-R tends to be a more accurate predictor of achivement for elementary school children than the BG. Engin, Walkenshaw, Carlton, and Calabria (1976) found that the MPD-R predicted achievement significantly better than the BG for a group of second-grade children. The MPD-R separation score between circle-diamond figures (SpCD) correlated significantly with three of the four subtests of the California Achievement Test (Mathematical Computation, r = .52; Reading Vocabulary, r = .51; Reading Comprehension, r = .47). Wallbrown, Wallbrown, and Engin (1977) found the MPD-R to be a more sensitive measure of various achievement-related errors than the BG. Statistically significant correlations were found between the BG and all areas of achievement on the California Achievement Test (coefficients from -.18 to -.27). However, the correlations between the MPD-R SpCD score and three of the four achievement areas on the California Achievement Test were significantly higher. In a study that employed 69 first graders, Fuller and Wallbrown (1983) found that several scores on Correspondence and requests for reprints should be sent to Gerald B. Fuller, P.O. Box 4150, Traverse City, MI 49685-4150. 220

A comparison of three Native American groups and a Caucasian group on the Minnesota Percepto-Diagnostic Test-Revised

“…The DCD demonstrated the best relationship with the achievement variables. This DCD finding supports previous research by Fuller and Vance (1993). The DCD scores correlated significantly with Sound Match and Prereading at the first-grade level, with Math Concepts and Structural Analysis at the third-grade level, and with Reading, Spelling, and Math at the fifth-grade level on the California Achievement Test.…”

“…An important question, as yet unanswered, is whether these ethnic differences on perceptual-motor tasks can be used for program planning and curriculum modification in an effort to meet the educational and vocational learning needs of children who reside in a different cultural-linguistic environment. Because the MPD-R is correlated significant-ly with achievement as reported in Table 4 and in other studies (Fuller & Vance, 1993;Fuller & Wallbrown, 1983;Putnam, 1981), it is important to pursue research in this area.…”

“…Because the MPD-R is correlated significantly with achievement as reported in Table 4 and in other studies (Fuller & Vance, 1993;Fuller & Wallbrown, 1983;Putnam, 1981), it is important to pursue research in this area.…”

“…Previous studies (Fuller & Vance, 1993;Fuller & Wallbrown, 1983; Vance et al, 1986) have indicated that the MPD was more sensitive than the Bender in identifying areas of achievement for young children as well as older children. Fuller and Vance (1993) investigated whether the MPD-R or the Bender would more accurately predict achievement at the first-, third-, and fifth-grade levels. Results of their study indicated that the MPD-R is a better predictor of achievement than the Bender, especially at the first-and fifth-grade levels when comparing scores from the California Achievement Test.…”

“…Fuller and Vance (1993) investigated whether the MPD-R or the Bender would more accurately predict achievement at the first-, third-, and fifth-grade levels. Results of their study indicated that the MPD-R is a better predictor of achievement than the Bender, especially at the first-and fifth-grade levels when comparing scores from the California Achievement Test.…”